28 research outputs found
The effect of continuous positive airway pressure on total cerebral blood flow in healthy awake volunteers
Purpose: Continuous positive airway pressure (CPAP) is the gold standard treatment for obstructive sleep apnea. However, the physiologic impact of CPAP on cerebral blood flow (CBF) is not well established. Ultrasound can be used to estimate CBF, but there is no widespread accepted protocol. We studied the physiologic influence of CPAP on CBF using a method integrating arterial diameter and flow velocity (FV) measurements obtained for each vessel supplying blood to the brain. Methods: FV and lumen diameter of the left and right internal carotid, vertebral, and middle cerebral arteries were measured using duplex Doppler ultrasound with and without CPAP at 15cmH2O, applied in a random order. Transcutaneous carbon dioxide (PtcCO2), heart rate (HR), blood pressure (BP), and oxygen saturation were monitored. Results were compared with a theoretical prediction of CBF change based on the effect of partial pressure of carbon dioxide on CBF. Results: Data were obtained from 23 healthy volunteers (meanâ±âSD; 12 male, age 25.1â±â2.6years, body mass index 21.8â±â2.0kg/m2). The mean experimental and theoretical CBF decrease under CPAP was 12.5% (pâ<â0.001) and 11.9% (pâ<â0.001), respectively. The difference between experimental and theoretical CBF reduction was not statistically significant (3.84â±â79ml/min, pâ=â0.40). There was a significant reduction in PtcCO2 with CPAP (pâ=â<0.001) and a significant increase in mean BP (pâ=â0.0017). No significant change was observed in SaO2 (pâ=â0.21) and HR (pâ=â0.62). Conclusion: Duplex Doppler ultrasound measurements of arterial diameter and FV allow for a noninvasive bedside estimation of CBF. CPAP at 15cmH2O significantly decreased CBF in healthy awake volunteers. This effect appeared to be mediated predominately through the hypocapnic vasoconstriction coinciding with PCO2 level reduction. The results suggest that CPAP should be used cautiously in patients with unstable cerebral hemodynamic
IV thrombolysis and renal function
OBJECTIVE
To investigate the association of renal impairment on functional outcome and complications in stroke patients treated with IV thrombolysis (IVT).
METHODS
In this observational study, we compared the estimated glomerular filtration rate (GFR) with poor 3-month outcome (modified Rankin Scale scores 3-6), death, and symptomatic intracranial hemorrhage (sICH) based on the criteria of the European Cooperative Acute Stroke Study II trial. Unadjusted and adjusted odds ratios (ORs) with 95% confidence intervals (CIs) were calculated. Patients without IVT treatment served as a comparison group.
RESULTS
Among 4,780 IVT-treated patients, 1,217 (25.5%) had a low GFR (<60 mL/min/1.73 m(2)). A GFR decrease by 10 mL/min/1.73 m(2) increased the risk of poor outcome (OR [95% CI]): (ORunadjusted 1.20 [1.17-1.24]; ORadjusted 1.05 [1.01-1.09]), death (ORunadjusted 1.33 [1.28-1.38]; ORadjusted 1.18 [1.11-1.249]), and sICH (ORunadjusted 1.15 [1.01-1.22]; ORadjusted 1.11 [1.04-1.20]). Low GFR was independently associated with poor 3-month outcome (ORadjusted 1.32 [1.10-1.58]), death (ORadjusted 1.73 [1.39-2.14]), and sICH (ORadjusted 1.64 [1.21-2.23]) compared with normal GFR (60-120 mL/min/1.73 m(2)). Low GFR (ORadjusted 1.64 [1.21-2.23]) and stroke severity (ORadjusted 1.05 [1.03-1.07]) independently determined sICH. Compared with patients who did not receive IVT, treatment with IVT in patients with low GFR was associated with poor outcome (ORadjusted 1.79 [1.41-2.25]), and with favorable outcome in those with normal GFR (ORadjusted 0.77 [0.63-0.94]).
CONCLUSION
Renal function significantly modified outcome and complication rates in IVT-treated stroke patients. Lower GFR might be a better risk indicator for sICH than age. A decrease of GFR by 10 mL/min/1.73 m(2) seems to have a similar impact on the risk of death or sICH as a 1-point-higher NIH Stroke Scale score measuring stroke severity
Fostering FamilyâSchoolâCommunity Partnership With Parents of Students With Developmental Disabilities: Participatory Action Research With the 3D Sunshine Model
Education studies have repeatedly emphasized the crucial contribution of familyâschoolâcommunity partnership to childrenâs academic and educational success, as well as to improving organizations and systems. Such partnership becomes even more complex when the child presents needs in several areas of development. In this context, it is essential that researchers work collaboratively with actors in the field, first to identify barriers to familyâschoolâcommuni- ty partnership, and then to support the implementation of levers to overcome those barriers. In this research, we built upon an existing model, the Sunshine Model, and tested our enhanced model in vivo in three specialized schools in greater Montreal serving adolescents with developmental disabilities. Opera- tionalization of the adapted model through participatory action research shows great promise for supporting professionals, not only in specialized but also in inclusive school settings, in grasping the multilevel dimensionsâtypes and diversity of activities, partnership principles, interactional contextual factorsâ that facilitate or impede familyâschoolâcommunity partnership
LâactivitĂ© de dĂ©fense des droits et des intĂ©rĂȘts de son enfant (advocacy parentale)
Au QuĂ©bec, le trouble du spectre de lâautisme (TSA) est le diagnostic le plus prĂ©valent dans un milieu scolaire qui ne sait pas forcĂ©ment comment lâaccueillir et lâexclut encore largement de la classe ordinaire. Face Ă cette rĂ©alitĂ©, de nombreux parents dĂ©veloppent une activitĂ© dâadvocacy dont le processus et divers paramĂštres ont Ă©tĂ© mis en Ă©vidence par la prĂ©sente Ă©tude qualitative Ă travers lâanalyse du discours de la mĂšre dâun enfant ayant un TSA scolarisĂ© en milieu ordinaire
Le soutien au dĂ©veloppement du langage oral de lâenfant ayant un trouble du spectre de lâautisme en maternelle : quelles stratĂ©gies dans lâinteraction enseignante-enfant ?
Certains enfants ayant un trouble du spectre de lâautisme nâont pas dĂ©veloppĂ© un langage verbal fluide lorsquâils entrent Ă lâĂ©cole. La littĂ©rature scientifique aborde peu le soutien au dĂ©veloppement du langage oral de ces enfants dans le dĂ©roulement des interactions en classe. Cet article vise Ă dĂ©crire les principales stratĂ©gies interactionnelles quâutilise une enseignante avec une enfant ayant un trouble du spectre de lâautisme pour soutenir son dĂ©veloppement langagier. Un large corpus de donnĂ©es a Ă©tĂ© recueilli en classe maternelle spĂ©cialisĂ©e et analysĂ© qualitativement en alliant lâethnographie de la communication et lâanalyse conversationnelle : observations ethnographiques, captations vidĂ©o et entretiens semi-dirigĂ©s. Les rĂ©sultats montrent dâabord que le soutien Ă lâoral sâinscrit dans une multimodalitĂ© langagiĂšre complexe, tout en mettant lâaccent sur le soutien Ă la verbalisation de lâenfant. Ensuite, lâenseignante utilise des stratĂ©gies dâĂ©tayage variĂ©es au fil des tours de parole en suivant lâintĂ©rĂȘt de lâenfant dans lâinteraction. Elle travaille lâoral avec lâenfant en continu, que ce soit en contexte planifiĂ© ou non, par le biais dâun ajustement mutuel minutieux et constant. Cet article permet de mieux comprendre le soutien nĂ©cessaire pour permettre aux jeunes en difficultĂ©s langagiĂšres de participer pleinement aux interactions, facteur essentiel de leur rĂ©ussite Ă©ducative et scolaire
L'activitĂ© de dĂ©fense des droits et des intĂ©rĂȘts de son enfant (advocacy parentale): enquĂȘte narrative auprĂšs de la mĂšre d'un enfant ayant un trouble du spectre de l'autisme
Au Québec, le trouble du spectre de l'autisme (TSA) est le diagnostic le plus prévalent dans un milieu scolaire qui ne sait pas forcément comment l'accueillir et l'exclut encore largement de la classe ordinaire. Face à cette réalité, de nombreux parents développent une activité d'advocacy dont le processus et divers paramÚtres ont été mis en évidence par la présente étude qualitative à travers l'analyse du discours de la mÚre d'un enfant ayant un TSA scolarisé en milieu ordinaire
Comprendre les pratiques dâadvocacy de parents de jeunes enfants ayant un trouble du spectre de lâautisme
DĂšs lâannonce du diagnostic, les parents de jeunes enfants ayant un trouble du spectre de lâautisme (TSA) sont sou- vent contraints de sâengager dans des pratiques de dĂ©fense des droits et des intĂ©rĂȘts de leur enfant (ou dâadvocacy parentale) afin de rĂ©tablir certains manques relatifs au systĂšme de soutien offert pour leurs enfants et leur famille. Le prĂ©sent article, en partant dâune revue de littĂ©rature rĂ©cente, permet de mettre en lumiĂšre le caractĂšre unique de ces pratiques en contexte Ă©ducatif prĂ©scolaire (services de la petite enfance et maternelle)
ADVOCACY DE PARENTS DâENFANTS AYANT UN TROUBLE DU DĂVELOPPEMENT ET MĂCANISMES DâEXCLUSION PRĂSCOLAIRES ET SCOLAIRES : ĂTUDE DE PORTĂE
Cette Ă©tude de portĂ©e dresse un portrait de la littĂ©rature scientifique actuelle sur les activitĂ©s dâadvocacy dĂ©ployĂ©es par les parents dâenfants ayant un trouble du dĂ©veloppement au sein des systĂšmes Ă©ducatifs en marche vers lâinclusion. Vingt-deux articles scientifiques ont Ă©tĂ© retenus et analysĂ©s, dĂ©montrant que ces parents font face Ă un double mĂ©canisme dâexclusion : relativement au droit de leur enfant Ă lâĂ©ducation pour tous et relativement Ă leur propre droit de participation au sein de lâĂ©quipe Ă©ducative. Pour contrer ce phĂ©nomĂšne, il est question de sâappuyer sur un modĂšle partenarial de relation entre les familles et les intervenants.This scoping review draws a portrait of current literature in the field of early childhood on parentsâ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their childrenâs right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers
Explorer la richesse de lâĂ©criture tout au long de la vie
Publié dans la revue "L'Express" n°9, printemps 2016